The subject in this paper is about methodological challenges connected to the researcher as constructor of narratives. The research data is collected through observation in a Norwegian barnehage, which means a full day care center with educational goals for 0-6 year olds. The purpose was to uncover bullying among 4-5 years old children. Observations are seen as narratives because they are descriptions of different incidents, which tell stories. In a constructivistic perspective, the knowledge is constructed by the participants in the social process (case). The reseach-knowledge is constructed by the reseachers and the participants together. It means that they both have influenced on the data. The researcher`s role in the construction af the text is important to be aware of concerning the credibility of the results. Does the reseacher use his or her own vocabular to reconstruct "insiders world" and to interpret it to the others? It is useful/necessary to show the reseacher`s position in the social prosess she or he is a part of, here as observer. The researchquestion in this paper is: How does the researcher construct the narratives? The purpose is to discuss if procedures used in the inquiry follow socalled "scientific rules" in qualitative inquiry.To take care of the credibility of the inquiry, narratology (Brekke et al. 2006) is used as a tool to take a metaperspective on the analysis and the interpretations of the narratives. The purpose is to get a distance to the construction of the text, and not least an analysing position for the researcher. From a narratological perspective, the analysis of the observations and descriptions are done to discover the researcher`s position as a co-maker of the narratives, and also to be aware of how the children get a chance to speak in the narratives. Narratology is here used as a method: to describe how a narrative is constructed (Willumsen 2006). The researcher turns systematically the sight against the structure of the narratives. By means of character discourse, narrator voice and order I want to discover the narrative strategies.To use narratology as an analytic tool is a metodologogy created between the researcher and the data. Then the position of the researcher can be outdistanced and the inquiry can be evaluated by others. With this form of validity, other researchers have then the opportunity to deconstruct the first researcher`s narratives, and this is crucial for the credibility of the conclusions.Ahlberg,K (2004): Att skapa och transkribera en berättelse - en del av tolkningen. I Skott, C (red): Berättelsens praktik och teori. Studentlitteratur. Alvesson, M / Skjöldberg, K (1994): Tolkning och reflektion. Lund Studentlittertur Andersen, S (1997): Case-studier og generalisering. Fagbokforlaget Brekke,M (2006): Analyse og fortolkning av tekst i forskning. I Brekke, M: Å gripe teksten. Om grep og begrep i tekstanalyse. Høyskoleforlaget. Fangen, K (2004): Deltakende observasjon. Fagbokforlaget. Helgesen, M. B.: Metodiske utfordringer i feltarbeid som deltakende observatør. Upublisert paper. Helgesen, M.B. (2006): Mobbing i barnehagen. En studie av mobbing som strategisk maktutøvelse blant førskolebarn. HIF-Rapport 2006:7 Kvale, S (1997): Det kvalitative forskningsintervju. Ad Notam Gyldendal Rhedding-Jones, J (2005): What is research? Methodological practices and new approaches. Universitetsforlaget Robsen, C 2004: Real World Research. Oxford, Blackwell Publishing Thagaard, T (1998): Systematikk og innlevelse. En innføring i kvalitativ metode. Fagbokforlaget. Torvik, A (1994): Litteraturlesing og litteraturformidling. Tano Wadel, C (1991): Feltarbeid i egen kultur. Seek a/s Flekkefjord Willumsen, L. H. (2006): Narratologi som tekstanalytisk redskap. I Brekke M. (red.) Å begripe teksten Om grep og begrep i tekstanalyse Høyskoleforlaget